Factors affecting decisions on choosing english centers of students in ho chi minh city

Table of Contents Chapter 1 INTRODUCTION 1 1 1 Rationale 1 1 2 Research background 2 1 3 Aims and Objectives 2 1 3 1 Aims 2 1 3 2 Objectives 3 1 4 Scope of the research 3 1 5 Research questions 3 1 6[.]

Table of Contents

Chapter 1: INTRODUCTION 1

1.1 Rationale 1

1.2 Research background 2

1.3 Aims and Objectives 2

1.3.1 Aims 2

1.3.2 Objectives 3

1.4 Scope of the research 3

1.5 Research questions 3

1.6 Research methods 3

1.7 Contribution and significance of the research 3

1.7.1 New contributions 3

1.7.2 Scientific and practical significance of the research 3

1.8 Structure of the research 4

Chapter 2: : LITERATURE REVIEW 6

2.1 Some primary definitions 6

2.1.1 Definition of decision 6

2.1.2 Definition of motivation 6

2.1.3 Definition of learning motivation 6

2.1.4 Types of learning motivation 6

2.2 Theoretical background 7

2.2.1 Theories about foreign language learning motivation 7

2.2.2 Theories about consumer behavior 9

2.3 Overview of research related to the topic 10

2.3.1 Research in the world 10

2.3.2 Research in Vietnam 11

2.3.3 General assessment of research related to topic 12

Chapter 3: METHODOLOGY 13

3.1 Research design 13

3.1.1 Research model 13

3.1.2 Defining variables 14

3.1.3 Building scales and preliminary assessment of scales 17

3.1.4 Designing questionnaires 26

3.2 Data collection 27

3.2.1 Methods of data collection 27

3.2.2 Sample size 27

3.3 Methods of data analysis 28

3.3.1 Process and methods of research 28

3.3.2 Testing by Cronbach’s Alpha coefficients 29

3.3.3 Exploratory Factor Analysis EFA 29

3.3.4 Analysis of Pearson-r correlation coefficient 30

3.3.5 Multivariate regression analysis 30

Chapter 4: RESEARCH RESULTS 32

4.1 Description of the research sample 32

4.2 Analyze the reliability of the scale by Cronbach’s Alpha coefficients 33

4.2.1 Analytical results of the scale "Geographical location" 34

4.2.2 Analytical results of the scale "Marketing" 35

4.2.3 Analytical results of the scale "Training program" 35

4.2.4 Analytical results of the scale "Training quality" 36

4.2.5 Analytical results of the scale "Teachers" 36

4.2.6 Analytical results of the scale "Tuition" 37

4.2.7 Analytical results of the scale "Facilities" 37

4.2.8 Analytical results of the scale "Recommendations from relatives and friends" 38

4.2.9 Analytical results of the scale "Brand" 39

4.2.10 Analytical results of the scale “Connections and Bonding in class” 39

4.2.11 Analytical results of the scale “Decision” 40

4.3 Exploratory Factor Analysis 40

4.3.1 Factor analysis with independent variables 41

4.3.2 Dependent scale 46

4.4 Test the research model by regression analysis 47

4.4.1 Adjust the research model 47

4.4.2 Pearson correlation coefficient analysis 49

4.5 Regression analysis 54

4.5.1 Detect necessary hypothetical violations 54

4.5.2 Regression analysis, model testing and theoretical testing 58

Chapter 5: CONCLUSION AND RECOMMENDATIONS 64

5.1 Conclusion 64

5.2 Recommendations 65

5.3 Limitations and future research 66 REFERENCES I APPENDIX III APPENDIX 1: TABLE OF OFFICIAL RESEARCH QUESTIONS III APPENDIX 2: CRONBACH’ALPHA ANALYTICAL RESULTS IX APPENDIX 3: ANALYTICAL RESULTS OF EXPLORATORY FACTOR EFA XIX APPENDIX 4: NALYTICAL RESULTS ON CORRELATION AND LINEAR REGRESSION XXXII APPENDIX 5: DESCRIPTIVE STATISTICS XXXIX

LIST OF FIGURES

Figure 3-1 Research Model 14

Figure 4-1 Research Sample 1 33

Figure 4-2 Research Sample 2 33

Figure 4-3 Scatterplot Method 55

Figure 4-4 Regression Standardized Residual 56

Figure 4-5 Normal P-P Plot of Regression Standardized Residual 57

LIST OF TABLES

Table 3-1 Scale of Geographical location 18

Table 3-2 Scale of Marketing 19

Table 3-3 Scale of Program 20

Table 3-4 Scale of Quality 20

Table 3-5 Scale of Teachers 21

Table 3-6 Scale of Tuition Fee 22

Table 3-7 Scale of Facilities 23

Table 3-8 Scale of Recommendations 24

Table 3-9 Scale of Branding 24

Table 3-10 Scale of Connection 25

Table 3-11 Scale of Decision 26

Table 4-1 Geographical Location Reliability Statistics 34

Table 4-2 Geographical Location Item-Total Statistics 34

Table 4-3 Marketing Reliability Statistics 35

Table 4-4 Marketing Item-Total Statistics 35

Table 4-5 Training program Reliability Statistics 35

Table 4-6 Training program Item-Total Statistics 36

Table 4-7 Training quality Reliability Statistics 36

Table 4-8 Training quality Item-Total Statistics 36

Table 4-9 Teachers Reliability Statistics 36

Table 4-10 Teachers Item-Total Statistics 37

Table 4-11 Tuition Reliability Statistics 37

Table 4-12 Tuition Item-Total Statistics 37

Table 4-13 Facilities Reliability Statistics 37

Table 4-14 Facilities Item-Total Statistics 38

Table 4-15 Recommendations from relatives and friends Reliability Statistics 38

Table 4-16 Recommendations from relatives and friends Item-Total Statistics 38

Table 4-17 Brands Reliability Statistics 39

Table 4-18 Brand Item-Total Statistics 39

Table 4-19 Connections and Bonding in class Reliability Statistics 39

Table 4-20 Connections and Bonding in class Item-Total Statistics 39

Table 4-21 Decision Reliability Statistics 40

Table 4-22 Decision Item-Total Statistics 40

Table 4-23 Factor analysis with independent variables - KMO 41

Table 4-24 Factor analysis with independent variables Total Variance Explained 1 .42

Table 4-25 Factor analysis with independent variables Total Variance Explained 2 .43

Table 4-26 Factor analysis with independent variables – Rotated 1 44

Table 4-27 Factor analysis with independent variables – Rotated 2 45

Table 4-28 Dependent scale - KMO 46

Table 4-29 Dependent scale - Total Variance Explained 46

Table 4-30 Dependent scale - Component 46

Table 4-31 Original design components 48

Table 4-32 New components extracted from EFA 49

Table 4-33 Correlations 1 50

Table 4-34 Correlations 2 51

Table 4-35 Correlations 3 52

Table 4-36 Correlations 4 53

Table 4-37 Anova 58

Table 4-38 Model Summaryb 59

Table 4-39 Coefficientsa 60

Table 4-40 Conclusion of the Hypothesis examination 62

Chapter 1: INTRODUCTION

1.1 Rationale

The booming development of technology and the rapid growth of economyopen up many opportunities for international cooperation in the fields of economics,politics and society between Vietnam and other countries in the world Therefore,learning one or some foreign languages has become an essential need of manypeople, from children, students to workers The ability to speak a foreign languagenot only allows people to have more opportunities to find better jobs but also helps

to understand various cultures, making an important contribution to integration andcooperation with the world

The current context of globalization also creates a term called "globalcitizens" These are individuals with a global mindset, a global vision, who do jobsfor the common good of the world, can work in many parts of the world In order tobecome such a global citizen, they have to master at least two important supporttools, foreign languages and information technology Once people becomeproficient at these two tools, together with their expertise, they can integrate easilyinto the wider world and capture more valuable opportunities by the massiveinformation source

For students, foreign language is an indispensable factor if they intend tofind scholarships to study abroad It is also an important part of "soft knowledge"their future careers, along with university degrees Many government agencies,private companies and businesses want to recruit people with foreign languageusing skills Foreign languages can be English, Chinese, French, Japanese, Korean,etc in which English is the most commonly taught one, which is included in thecurriculum of the Ministry of Education and Training right from the elementaryschool level

Ho Chi Minh City is the economic center of Vietnam and accounts for alarge proportion of the economy of Vietnam Although the city takes up just 0.6%

of the country's land area, it contains 8.34% of the population of Vietnam, 20.2% ofits GDP, 27.9% of industrial output and 34.9% of the FDI projects in the country in

2005 In addition, higher education in Ho Chi Minh City is a burgeoning industry;the city boasts over 80 universities and colleges with a total of over 400,000students.

Due to such a large demand, supply must also grow, especially in areas nearuniversities and colleges According to the announcement of the Department ofEducation and Training of Ho Chi Minh City on the list of licensed foreignlanguage and informatics centers as of April 12, 2017, there were about 422establishments and 355 centers (some centers have many branches), not to mentionprivate teaching places In particular, there are dozens of centers with very eye-catching forms of advertising that make learners confused not know how to choosethe most suitable place to study So what are the factors that the students in Ho ChiMinh City have based on which to choose a suitable and effective language learningplace? In order to answer this question, I decided to choose the research topic

“Factors affecting decisions on choosing English centers of students in Ho ChiMinh City” Hopefully, this study will identify and evaluate the influence of thefactors affecting the decision of choosing a foreign language center for students in

Ho Chi Minh City, in order to find solutions to contribute to improving trainingeffectiveness at foreign language centers, helping foreign language centers buildtraining programs in accordance with the practical needs of learners, createreputation, and increase competitiveness

1.2 Research background

The closest study to the author's study is the study on English LanguageCenter Selection Factors at Nha Trang University by Doan Thi Hue (2016) Thisauthor thinks that there are 6 main factors affecting students' decisions at Nha TrangUniversity, namely: Facilities (regression coefficient of 0.408), Training program(0.362), Trademark (0.3333), Teachers (0.332), Tuition fee (0.244), Quality oftraining (0.154)

1.3 Aims and Objectives

1.3.1 Aims

The objective of the thesis is to study the factors affecting the decision ofchoosing a language center for students in Ho Chi Minh City On that basis, thereare implications for the renovation and improving training quality to create acompetitive position of foreign language centers in the city

1.3.2 Objectives

- Identify the factors that affect the choice of a language center by students in

Ho Chi Minh City;

- Assess the influence of each factor on the choice of a language center bystudents in Ho Chi Minh City;

- Analyze the differences in students' decision to choose foreign languagelearning facilities, thereby offering implications for the innovation andimprovement of training quality, perfecting the learning and trainingenvironment of Students at foreign language training centers in Ho Chi MinhCity

1.4 Scope of the research

- Students of many different universities in Ho Chi Minh City

In previous studies, the authors focused on analyzing the factors of choosing

a university, rather than choosing a foreign language center and a soft skills trainingcenter In the study of Doan Thi Hue, the study subject is Nha Trang University

student, so there will be many differences with students in Ho Chi Minh City wherethere are countless English centers.

1.7.2 Scientific and practical significance of the research

- In terms of theory: The topic serves as a theoretical reference for students'choice of a foreign language center for researchers, educational fieldadministrators and strategic planners in Vietnam for further research in thisarea

- In practical terms:

o Providing a comprehensive, reliable and comprehensive source ofinformation for educational management activities of foreignlanguage centers

o Research results help foreign language centers identify the factors thatinfluence students' choice of foreign language centers, and see the low

to high importance levels of factors to make strategic decisions, tailortraining programs to suit the needs of students, thereby improving thecompetitive advantage of the language center

o In addition, the experiences drawn in the research process are thebasis for the completion and implementation of research activities onthe motivation of choosing learners' foreign language training in laterstudies

1.8 Structure of the research

In addition to the pledge, thank-you, the annexes, the thesis includes 5chapters with the following specific structure and contents:

Chapter 1: INTRODUCTION Introduce the rationale of the topic, aims,subjects and scope of research, research methods and contributions of the topic.Chapter 2: LITERATURE REVIEW The content of this chapter provides atheoretical basis for students 'motivations, learning needs and summarizes modelsstudying the factors related to students' school choices On the basis of theory andresearch works, the author will propose a model to study the factors influencingstudents' decision to choose a foreign language center

Chapter 3: METHODOLOGY This chapter focuses on the research methodsthat will be used in the topic to test scales and models along with the researchhypotheses that underpin Chapter 4.

Chapter 4: RESEARCH RESULTS The main content of the chapter is toconduct research, analyse and give specific results related to students' decision toselect a foreign language center

Chapter 5: CONCLUSIONS AND RECOMMENDATIONS Based on theresults achieved in chapter 4, this final chapter will summarize the overall resultsachieved, the shortcomings and limitations of the topic At the same time, there aresome implications for improving the quality of educational services at the foreignermarket in Ho Chi Minh City

Summary of Chapter 1:

Chapter 1 deals with the most basic information about a research paper, from the rationale, the research objectives to the layout of the paper.

Chapter 2: : LITERATURE REVIEW

2.1 Some primary definitions

2.1.1 Definition of decision

According to Cambridge English Dictionary, decision is a choice that youmake about something after thinking about several possibilities In other words, theterm "decision" is used to emphasize the need to consider and calculate to decidewhether to use the optimal type or method of the existing conditions or ways toachieve the goal under the conditions of scarce resources

2.1.2 Definition of motivation

Also according to Cambridge English Dictionary, motivation meansenthusiasm for doing something, or the need or reason for doing something

2.1.3 Definition of learning motivation

Motivation is a condition that activates and sustains behavior toward a goal

It is critical to learning and achievement across the life span in both informalsettings and formal learning environments For example, children who aremotivated tend to be engaged, persist longer, have better learning outcomes, andperform better than other children on standardized achievement tests (Pintrich,2003) Motivation is distinguishable from general cognitive functioning and helps

to explain gains in achievement independent of scores on intelligence tests(Murayama et al., 2013) It is also distinguishable from states related to it, such asengagement, interest, goal orientation, grit, and tenacity, all of which have differentantecedents and different implications for learning and achievement (Järvelä andRenninger, 2014)

2.1.4 Types of learning motivation

2.1.4.1 Motivation is meant to be instrumental and integrative

These two concepts of learning motivation were introduced by Gardner andLambert in their research work in 1970 The motivation for integrative learning isunderstood as the learner wants to become a member of that linguistic community,for example learning a foreign language so that it can easily fit into an open world

Instrumental motivation is understood as the learner uses the learned language intohis or her job and purpose.

2.1.4.2 Internal (intrinsic) and external (extrinsic) learning motivation in learners

Learners who are motivated by internal learning, such as learning foreignlanguages, must come from passion, love, joy and real need to learn even whenlearners do not need to use the language for work or any other purposes In contrast

to the internal learning motive is the external learning motive People who aremotivated by external learning are influenced by the environment, for example, thereward from teachers or parents, learning to receive gifts or study for good grades,certificates, etc (Schiefele, 1996) argued that internal learning motivation is crucialfor foreign language learning On the basis of passion, a real interest in learning willenable the learner to achieve high academic results That is also the goal achieved

by teachers in general and foreign language teachers in particular

2.2 Theoretical background

2.2.1 Theories about foreign language learning motivation

2.2.1.1 Robert Gardner's Theory

Robert Gardner's theory of foreign language mechanics is considered to bethe most successful and the most influential theory for teaching and learning foreignlanguages today From the early 1970s, Gardner and his colleagues studied aformula for measuring foreign language mechanics, the Attitude / Motivation TestBattery (AMTB) Initially, Gardner conducted a study in a group of studentslearning French from grades 7 to 11 in Canada (the first language of these studentswas English), to measure the mechanical dynamics of foreign languages, attitudes,and factors of fear of learning foreign languages Later, he conducted research inother places such as in London, Orantio and in seven other regions of Canada

In measuring AMTB, Gardner and his colleagues studied the following fiveareas:

o Attitudes toward learning: including students' attitudes / attitudestowards teachers and peer groups

o Integrativität: AMTB studies the following three main factors:orientation to become a member of a group or an organization, aninterest in learning a foreign language and attitude towards targetlanguage user group.

o Learning motivation is assessed through the following factors:

 Increasing motivation for learning motivation;

 Desire to learn foreign languages;

 Opinions / attitudes towards the process of learning a foreignlanguage

o Media orientation;

o Fear of learning a foreign language is expressed through the followingcases:

 Fear of using foreign languages in the classroom;

 Fear of using foreign languages in daily life

2.2.1.2 Crookes and Schmidt 's Theory

Crookes and Schmidt drafted a study on learning motivation in 1991 Thisresearch opened a new era in the study of motivational learning in the field offoreign language teaching and learning The two authors also pointed out thatresearch studies have so far ignored the role of the classroom environment inforeign language learning The correlation between learning motivation and foreignlanguage learning is analyzed through the following four aspects:

o Schmidt said that the focus of the learner on the learning content is themain condition for learning a foreign language;

o Scope of the teaching situation during the lesson includes techniquesand activities performed by teachers and students during the teacher'sclass to enhance the quality of teaching content;

o Scope of the curriculum: Teachers draft the curriculum based on theneeds of learners, discuss with colleagues about the selection ofteaching materials and about the strengths and weaknesses ofmaterials have been put into use during class hours;

o Outside school hours refers to the outside environment where studentscan use well the language knowledge they have acquired.

2.2.1.3 Williams and Burden 's Theory

According to Williams and Burden (1997), each individual has a differentmotive for learning Therefore, it is completely different for each individual to bemotivated to learn a foreign language and persevere in order to achieve academicresults in each individual According to the two authors, learning motivationconsists of the following three main factors:

o Reason for learning: Here the reason for learning is influenced byinternal and external factors of each individual;

do not directly impact but are able to support and accelerate the learning process oflearners

In the current market mechanism, people have boldly changed their views oneducation, treating students as well as "customers", and the school is like a

"business" that provides "educational services" For businesses to exist and develop,they have to appreciate customers and their needs From that point of view, we mustconsider consumer behavior as a theoretical basis for this topic

2.2.2 Theories about consumer behavior

From the early twentieth century, the theory of human behavior was formed.Authors Ivan P Pavlow (1923), Edward L Thorndike (1925) and BFSkinner(1930) are the founders of behavioral science with the study of ConditionedReflexes and Law of Effect based on Thorndike's impact law development

with research on rewards and punishment So far, behavioral theory hasdeveloped and is used as the main methodology for many different sciencessuch as medicine, organizational behavior, social behavior, and individual aswell as organizational shopping behavior.

With the study of consumer behavior, Philip Kotler (2001) considers that this

is an important task that has a great influence in the decision-making process ofmarketing strategies of businesses Instead of marketers being able to understandconsumers through their daily exposure, transactions and sales experience, thegrowth in size and market of businesses has made many homeowners a lot moredifficult Marketing management is no longer in direct contact with customers, butinformation from the sales department is still subjective Therefore, managers had

to put research into consumer behavior in their field to help the company to makeappropriate, accurate decisions and develop an effective marketing plan to generaterevenue and attract customers

The key issue for a company to formulate effective marketing strategies is tounderstand how consumers' needs and their purchasing processes are carried outthrough stages where marketers can discover I have to do how to satisfyconsumers This is the basis for businesses can plan effective marketing programsfor the target market of the business

2.3 Overview of research related to the topic

2.3.1 Research in the world

The ideas of career orientation for the younger generation are manifestedthrough the division of labor depending on the status and origin of each person insociety In the 1940s, American psychologists JL Holland has researched andacknowledged the existence of personality types and career interests that the authorpoints out that for each type of career personality there are some of the professionsthat individuals can choose to have get the highest work results

By the 1980s, David W Chapman (1981) conducted a study of a broad range

of factors influencing students' university choice The author argues that "factors ofcharacteristics" and "factors of external influences" are the two main factors

Meanwhile, the university's fixed characteristics such as tuition fees, geographiclocation or cost assistance programs or dormitory environment as well asuniversity's communication efforts with students are among influencing factors TheDaivid W Chapman model (1981) has been further studied by Hanson and Litten(1982) The results of the research group showed that factors about personalattributes, environment, community policy, university activities have a significantinfluence on the student's decision to choose a school.

Hình 2 1 mô hình nghiên cứu của David W Chapman (1981)

In their research, Mei Tang, Wei Pan and Mark D Newmeyer applied themodel of occupational social development theory model to examine the factorsaffecting the career choice trend of secondary students

Bromley H Kniveton (2004) surveyed 384 teenagers (including 174 menand 174 women) between the ages of 14 and 18 The results indicated that bothschools and families can provide information and guidance that directly orindirectly affects the youth's career choices Teachers can identify skills andabilities that encourage students to participate in extracurricular activities, toparticipate in vocational labor, or to visit production facilities Meanwhile, parents

of students have a great influence on providing certain appropriate support forcareer choice There is also the impact of siblings in family on this decision Factorsthat influence school choice in the Philippines are Christine Joy Tan (2009) pointsout that "future career opportunities" "safety" and "education" are the three mostinfluential factors to the student's choice of school

students' universitychoicefactors of external

influencesfactors ofcharacteristics

Hình 2 2 mô hình nghiên cứu của Philippines are Christine Joy Tan (2009)Joseph Kee Ming Sia (2010) has developed models of David W Chapman(1981) and Nurlida (2009) in other aspects The author has demonstrated that theUniversity's reputation, facilities, and financial support factors have a stronginfluence on a student's decision to choose a university In addition, the author alsoexplained that information satisfaction also affects students' school choices.

Hình 2 3 mô hình nghiên cứu của Chapman (1981) and Nurlida (2009)

financial support

factors

education

students' universitychoicefacilitie

reputation

2.3.2 Research in Vietnam

Researching career-oriented science in Vietnam, according to experts, hadstrong development steps in the 1970s and 1980s Professor Pham Tat Dong, whohas been devoted to researching theoretical and practical issues for vocationaleducation such as determining the purpose, meaning and role of vocationalguidance; interests, needs and career motivation; system of vocational views,principles, contents, methods and methods of vocational education Following isProfessor Nguyen Van Ho, who is very interested and in-depth research onvocational education Recently, the professor has also published the book "Career-oriented education and technical teaching in high school", the book has presentedsystematically about the theoretical basis of direction education and vocationaleducation in high schools and technical teaching at high schools in the context ofmarket economy and the industrialization and modernization of the country today

Hình 2 4 mô hình nghiên cứu của Doan Thi Hue (2016)

Regarding the analysis of the factors that influence the choice of an Englishlanguage center, Ms Doan Thi Hue (2016) also had a master thesis on analyzingstudent's choice at Nha Trang University The work has very valuable presentations

on this topic

2.3.3 General assessment of research related to topic

Regarding the collection and building of a theoretical basis for the researchtopic and an overview of the relevant research works, the new research focuses only

on vocational education, in which the trend of choosing schools and choosingcareers of students is an important component, it has an impact relationship withmany different components Studies have found general fundamentals (David W.Chapman, 1981; Hanson and Litten, 1982) or later studies have specificallydeveloped elements in the general model, then to study in detail the factors affectingthe choice of school and industry

Meanwhile, domestic studies have also inherited and applied world researchmodels into practice affecting the choice of schools and career options for students

in Vietnam This is an advantage for the current research of the author in building aresearch model that includes general factors, although current studies are researchworks related to career guidance, there are not many studies or surveys related tochoosing a language center for students in Ho Chi Minh City That is why it isnecessary to formulate and systematically study the observed variables affecting thechoice of students' foreign language centers

Summary of Chapter 2:

Chapter 2 addresses the importance of foreign language learning for students, while also presenting the theoretical foundations regarding the choice of school and major for students In addition, the author also summarizes the factors that influence the school choice, the choice of industry of the previous research documents, thereby forming the proposed model and hypothesis including 10 hypotheses and 38 factors as a basis for the next research.

Từ việc nghiên cứu đánh giá các nghiên cứu trước đây của các tác giả trong vàngoài nước Tác giả dựa trên mô hình đánh giá của tác giả Doan Thi Hue (2016),Philippines are Christine Joy Tan (2009) và Chapman (1981) and Nurlida (2009) vềcác yếu tố ảnh hưởng lựa chọn trường đại học của sinh viên Việc dựa trên đánh giácác yếu tố ảnh hưởng đến việc lựa chọn trường đại học của sinh viên bao gồm cácyếu tố bên ngoài: vị trí thuận lợi; thương hiệu uy tín; hoạt động marketing chươngtrình đào tạo; chất lượng giáo viên; nắm bắt thông tin từ người thân giới thiệu.

Figure 3-1 Research Model

Source: Compiled by the author

3.1.2 Defining variables

3.1.2.1 Geographical location

In his research work, Sevier (1986) showed that location can be an importantdeterminant of a student's ability to choose a university Students can search forschools near their home or workplaces for convenience (Absher & Crawford 1996;Servier, 1994) Because most students choose to study a foreign language as a toolafter they graduate, they usually have English classes after school hours Therefore,

that English centers are located close to their university would be a significantadvantage affecting students' choice.

Hypothesis H1: If the English center is located in favorable locations, students are more likely to choose that English center.

3.1.2.2 Marketing

Today, in the fiercely competitive environment, schools and centers aretrying to promote their image on the mass media such as Internet, TV, radio,posters, leaflets,etc in order to attract learners' attention

The research results of D.W.Chapman (1981) also particularly emphasize theimpact of schools 'communication efforts on students They can post ads onmagazines, television or through cultural and sports activities to attract the attention

of students and their families In addition, promotions and tuition discount alsoinfluence a student's choice of school From the above factors, hypothesis H2 isgiven as follows:

Hypothesis H2: If the English center tries to advertise and has promotion programs, students are more likely to choose that English center

Nếu hoạt động quản cáo phản cảm với người học thì người học không chọn và giả thuyết không phù hợp

3.1.2.3 Training program

The content of the courses together with the curriculum system clearly goinginto practice and being highly applicable in the curriculum will promote positivelearning attitudes for students (Curran & Rosen, 2006) Diverse and attractivetraining programs to meet the practical needs of the learners are one of the factorsinfluencing students' school choice From there the hypothesis H3 is proposed to be:

Hypothesis H3: If the English center has more specialized and intensive Nếu người học cảm nhận khóa đào tạo không phù hợp thì người học không chọn và giả thuyết không phù hợp

3.1.2.4 Training quality

Students are "customers" and the school or centers units are considered as

"special service providers" Service quality is a matter of great concern to managers

in the current fierce competition There are many different definitions of servicequality, but in general many experts think that service quality is what customersfeel Each customer has different perceptions and needs, so the perception of servicequality is also different According to Feigenbaum (1991), “quality is the customer'sdecision based on actual experience with the product or service, measured based oncustomer requirements, which can be stated or not stated, consciously or simplyperceived, wholly subjective or professional and always representing a dynamicgoal in a competitive market ” According to Lehtinen (1982), service quality must

be assessed on two aspects: the service delivery process and the service outcome.From the discoveries on the hypothesis H4 is stated as follows:

Hypothesis H4: If the English center meets the expectation of quality, ensuring the quality output of students after finishing the course, students are more likely to choose that English center

3.1.2.5 Teachers

Teachers play an important role throughout the learning process Teachersare the ones who bring knowledge and inspire learners to approach humanknowledge and culture Teachers' image development and pedagogical relationshipsplay an important role in building awareness for learners Firm, in-depth andprofessional knowledge and enthusiasm of teachers have a positive impact tostudents' learning attitudes (Curran & Rosen, 2006; Huang & Hsu, 2005) Based onthis argument, the hypothesis H5 is stated as follows:

Hypothesis H5: If the English center has a team of highly qualified teachers, students are more likely to choose that English center

Nếu người học không thấy phù hợp thì họ sẽ không chọn và gỉa thuyết không phù hợp

3.1.2.6 Tuition fee

Joseph (2000) argues that the cost of education has a great influence in thedecision to choose a university Not only for university but also for foreignlanguage learning centers, tuition fee is an important factor affecting students'choice of English center Thus, the hypothesis H6 is stated as follows:

Hypothesis H6: If the English center has a reasonable tuition fee level, students are more likely to choose that English center

3.1.2.7 Facilities

Besides the quality of training, facilities are a very important standard.Especially in the current economic development conditions, most families wanttheir children to study in a school with adequate, modern and comfortable facilities.The system of good and complete facilities can meet the learning needs of students,inspire students' passion for learning as well as ensure the quality of teaching ofteachers (Curran & Rosen, 2006; Huang & Hsu, 2005) Hence, the hypothesis H7 isstated as follows:

Hypothesis H7: If the English center has modern and comfortable facilities, students are more likely to choose that English center.

3.1.2.8 Recommendation

Students are the ones who directly "consume" educational products, but thepayment for this special service sometimes belongs to their parents Therefore,parents are an important source of reference for students In addition, according to

D W Chapman, in choosing a school, students are also strongly influenced by thepersuasion and advice of their friends and family Hypothesis H8 is stated asfollows:

Hypothesis H8: If the English center is recommended by students’ parents and friends, students are more likely to choose that English center.

3.1.2.9 Brand

M J Burns and colleagues (2010) showed that it is obvious that the school'sreputation will be an influencing factor to the student's choice Therefore,hypothesis H9 is stated:

Hypothesis H9: If the English center has a higher reputation, students are more likely to choose that English center.

3.1.2.10 Connection

This factor is given by the author based on the author's experience in theprocess of working as a freelance English teacher The author’s students say that the

reasons why they have chosen the author’s classes are the connections they havewith classmates and students from other classes This helps expand their socialrelationships.

Hypothesis H10: If the English center can connect the learner with others and maintain such relationships, students are more likely to choose that English center.

3.1.3 Building scales and preliminary assessment of scales

The scale consists of 10 quantitative groups which are expected to influencethe choice of students' foreign language centers in Ho Chi Minh City The scaleused in the model is a 5-step Likert scale used for research with a gradual drop inagreement from 1 to 5

3.1.3.1 Scale of Geographical location

The scale of the geographical position was created by the author with fourquestions based on the impact of factors such as distance, convenience of transport,

or near tourist centers where foreign visitors are located to facilitatecommunication

Table 3-1 Scale of Geographical locationENCOD

E

Loca1 Being near students’ school for

convenience and safety

The author adjusts the variablefrom Doan Thi Hue, 2016Loca2 Being near students’ home for

convenience and security

The author adjusts the variablefrom Doan Thi Hue, 2016Loca3 Being far from students’ school /

home but travel and tuition costsare low

The author, Huang & Hsu,

2005, M J Burns andcolleagues (2010)

Loca4 Being near tourist centers where

there are foreign visitors

Pro1 Broad contents, including all skills

(Listening-Speaking-Reading-Writing)

The author adjusts thevariable from Doan ThiHue, 2016

Pro2 An intensive study program for each skill

(class specializing in Writing, class forSpeaking)

The author

Pro3 A separate curriculum that is standardized

to suit the needs of the learner

The author adjusts thevariable from Doan ThiHue, 2016

Pro4 A curriculum updated with the most

modern teaching methods

The author adjusts thevariable from Doan ThiHue, 2016

Pro5 A curriculum with many extra-curricular

activities for students (such as holdingmore workshops, having a club, etc.)

The author

3.1.3.2 Scale of Marketing

The Marketing scale consists of four observed variables related to marketingpolicies of the center such as advertising, promotions for students

Table 3-2 Scale of Marketing

Source: Compiled by the author 3.1.3.3 Scale of Program

Including five observed variables with training contents as well asextracurricular activities for students of the center

Table 3-3 Scale of Program

Source: Compiled by the author 3.1.3.4 Scale of Quality

Table 3-4 Scale of Quality

ENCOD

E

Qua1 Having an effective teaching method At

the end of the course, students can get freere-education if they fail the final test

The author adjusts thevariable from Doan ThiHue, 2016

Qua2 Ensuring output quality and students will

be granted internal certification of thecenter

The author adjusts thevariable from Doan ThiHue, 2016

Qua3 Ensuring international standard training The author adjusts the

variable from Doan ThiHue, 2016

Mkt1 Widely advertised on the mass media The author adjusts the

variable from DoanThi Hue, 2016

Mk2 Having many incentive policies, attractive

promotions such as tuition discount or gifts

The author adjusts thevariable from DoanThi Hue, 2016

Mk3 Having scholarships for financially

disadvantaged students and refund fees forthe international certification exams ifstudents get high scores

Source: Compiled by the author

The content of this scale relates to questions such as output quality assuranceand certification Learning a foreign language has many purposes: getting a degree,learning quality

3.1.3.5 Scale of Teachers

Teacher scale consists of four observed variables coded from H51-H53,referring to the content of the attitude, professional qualifications of teachers,foreign teachers and teaching assistants This is expected to be a factor relativelyimportant in the students’s choice

Table 3-5 Scale of Teachers

ENCOD

E

Tea1 Having team of professional and

enthusiastic teachers with appropriatequalifications and experience

The author

Tea2 Having 100% teachers who are foreign

teachers or Vietnamese teachers studyingabroad

The author adjusts thevariable from Doan ThiHue, 2016

Tea3 Having a team of Vietnamese assistants

Table 3-6 Scale of Tuition Fee

ENCOD

E

Fee1 Having very high tuition fees, and having

commitment to refund tuition if studentscannot achieve their goals

The author adjusts thevariable from Doan ThiHue, 2016

Fee2 Having high tuition fees, ensuring output The author adjusts the

variable from Doan ThiHue, 2016

Fee3 Having low tuition fees, ensuring output The author adjusts the

variable from Doan ThiHue, 2016

Fee4 Having tuition which is moderate

compared to average income, ensuringoutput

The author adjusts thevariable from Doan ThiHue, 2016

Source: Compiled by the author 3.1.3.7 Scale of Facilities

Facilities are the first element to be considered when a center is established.Stemming from the current learners' needs and the actual situation in the centers ofHCMC, the author finds that in addition to the essentials that play a core role such

as training programs, quality of training, teachers, etc then facilities also occupy animportant position which significantly affects students' decisions And the factorsrelated to facilities are presented by the author in the table below, including fourquestions:

Table 3-7 Scale of Facilities

ENCOD

E

Fac1 Having modern facilities but high tuition The author adjusts the

variable from DoanThi Hue, 2016

Fac2 Having good facilities with minimum

conditions but low tuition

The author adjusts thevariable from DoanThi Hue, 2016

Fac3 Providing sufficient information for students

to approach conveniently

The author

Fac4 Having a website system designed with many

contents for students to easily updateinformation, do homework or online test, orself-study at home

Table 3-8 Scale of Recommendations

ENCOD

E

Rec1 Having recommendations from the

students’ parents, siblings or relatives

The author adjusts thevariable from Doan ThiHue, 2016

Rec2 Having recommendations from the

students’ friends

The author adjusts thevariable from Doan ThiHue, 2016

Rec3 Having recommendations from

students who have been studying at thatcenter

to consider in the students’ choice of choice

Table 3-9 Scale of Branding

ENCOD

E

Brand1 Being a large and famous English

center

The author adjusts thevariable from Doan ThiHue, 2016

Brand2 Being a reputable center in the area The author adjusts the

variable from Doan ThiHue, 2016

Brand3 Being a long-established English

language center

The author adjusts thevariable from Doan ThiHue, 2016

Brand4 Being in cooperation with other well- The author adjusts the

known international language teachingorganizations.

variable from Doan ThiHue, 2016

Source: Compiled by the author 3.1.3.10 Scale of Connection

Today, the world is becoming flatter Having a wide network is alsoconsidered an advantage of an individual Therefore, the author thinks thatconnecting factor is also a factor that students consider when choosing an Englishcenter

Table 3-10 Scale of Connection

ENCOD

E

Con1 Connecting students in the course well The authorCon2 Connecting learners of different courses to expand their

Con4 Allowing students to maintain relationships with

teachers, teaching assistants and other students, evenafter the course has ended

Table 3-11 Scale of Decision

ENCOD

E

Dec1 Choosing the center because of the standard

training program and the good quality oftraining

The author adjusts thevariable from Doan ThiHue, 2016

Dec2 Choosing the center because of the teachers

are highly qualified and enthusiastic inteaching

The author adjusts thevariable from Doan ThiHue, 2016

Dec3 Choosing the center because of reasonable

tuition fee and good facilities

The author adjusts thevariable from Doan ThiHue, 2016

Dec4 Choosing the center because of

recommendations from friends andrelatives

The author adjusts thevariable from Doan ThiHue, 2016

Dec5 Choosing the center because of new

relationships and connection betweenteachers and learners and among learners

3.2 Data collection

3.2.1 Methods of data collection

In this step, the author will discuss with 30 students from the Foreign TradeUniversity and the University of Economics to get the final consultation to build ascale for quantitative research After a practical exchange with the above theoreticalbasis, the author built a questionnaire and posted an online survey to reach out to avariety of students from different universities and colleges To achieve objectivity

in the answers and to ensure the confidentiality of respondents, the questionnairedoes not require respondents to provide information about their names In addition,the survey was conducted in the midst of a complicated epidemic situation andVietnam carried out social distancing, so people spent a lot of time on onlineactivities The data collection was conducted by the author from March 30, 2020 toApril 4, 2020 and from April 14, 2020 to April 19, 2020

3.2.2 Sample size

The sample size is a problem that researchers pay much attention because it

is directly related to the reliability of statistical parameters, each statistical analysismethod requires different sample sizes To determine sample size, people often base

on empirical formulas (Nguyen Dinh Tho, 2011) According to Tran Van Quy &Cao Hao Thi (2009), the general rule for minimum sample size in exploratory factoranalysis EFA is 5 times the number of observed variables and the number ofsamples suitable for multivariate regression analysis is also 5 times the number ofobserved variables This research model has 38 observed variables so the minimumsample size will be 190 Nguyen Dinh Tho (2011) states that "the sample size isdetermined based on experience, at least 50, preferably 100 and the minimumobservation/measurement ratio is 5: 1"

In addition, in order to implement the regression method in the best way,Tabachnick and Fidell (2007) cited in Nguyen Dinh Tho (2013) suggested that thesample size must follow the formula:

n = 8p +50,

o n is the sample size and p is the number of independent factors of the model

The research team conducted a survey with 38 observed variables, so aminimum of is needed So the team decided to choose an expected sample size of

400 students for this study

Cronbach’s Alpha - reliability method and EFA - discovery factor analysis,both of which are used to evaluate the scale To test the research model, usemultiple regression model analysis method via SPSS software

3.3 Methods of data analysis

3.3.1 Process and methods of research

The object of the study is university students in HCMC For a study to bedone, the researcher can choose between two methods: qualitative method andquantitative method or both Qualitative methods involve screening informationfrom a number of surveys and observations, while quantitative methods requireresearchers to collect information from market research surveys such asinformation through the questionnaire interview and investigation The researchwas conducted through two main steps: Preliminary research using qualitativemethods and formal studies using quantitative methods

Preliminary research: with the aim of adjusting and supplementing the scale

of research concepts, building a questionnaire to suit students' specific conditions.The reference of theory, documents, related research works to identify factorsinfluencing the choice of students at the language center of college and universitystudents at the foreign language center The next step is to build a scale based ontheories related to the factors affecting students' choice of studying at the LanguageCenter by discussing with students through open-ended questions and Secondarydocument collection From the identified research objectives, the theoretical basis,the author will build the first preliminary questionnaire However, the firstpreliminary questionnaire may not be appropriate so the next step is to study.Qualitative research with the survey after completing the questionnaire

Official research: using techniques to collect information directly byquestionnaires From the collected database, analyzing the research sample, testing

the scale using Cronbach's alpha reliability coefficient and exploratory factoranalysis method EFA (SPSS) through SPSS software.

After that, we tested the model by multivariate regression method withsignificance level Sig from 5% - 10%, identifying the factors that influencestudents' choice of studying at a foreign language center

3.3.2 Testing by Cronbach’s Alpha coefficients

Cronbach's alpha coefficients were used to measure the reliability of thescale: the group used this method to eliminate non-conforming variables, restrictingunnecessary variables during research and testing Investigate the reliability of thescale, which is expressed by Cronbach's alpha coefficient Using this coefficient is ameasure of reliability rather than being able to calculate reliability (Nguyen DinhTho, 2013) Some researchers have stated that the Cronbach's alpha coefficientvaries from 0 to 1, and the higher the reliability the higher the coefficient But this isnot entirely true, because Cronbach's alpha coefficient exceeds 0.95 (i.e α > 0.95)indicating that the variables on the scale have little difference, this phenomenon is aduplicate in the scale (Nguyen Dinh Tho, 2013) When the coefficient of variation

is within [0.7, 0.8], the reliability level is good And if it is greater than 0.6 (ie α0.6), the scale is eligible for acceptance in terms of reliability (Nunnally andBernstein, 1994 cited in Nguyen Dinh Tho, 2013) Also according to Nunnally andBernstein (1994), states that we need to consider the correlation coefficient betweenobserved variables and the sum of the variables of the scale, if the correlationcoefficient between which is 0.3, then the variable is accepted take All variablesaccepted for reliability will continue to be explored by the Exploratory FactorAnalysis - EFA

3.3.3 Exploratory Factor Analysis EFA

EFA - Exploratory Factor Analysis: is an analysis method of multivariateanalysis group that has interdependence among variables, that is, it relies on thecorrelation between variables, absolutely no dependent variables and Independentvariables Use the discovery factor analysis (EFA) method to reduce the number of

k observed variables to F observed variables (where F < k) to make the observed

variables more meaningful Besides, when conducting the analysis, we can alsoevaluate two important values of the scale: discriminatory and convergent values (Nguyen Dinh Tho, 2013).

In this analysis method, the index used to consider the appropriateness offactor analysis is KMO (Kaiser - Meyer - Olkin) value If the KMO value is lessthan 0.5, it is possible to analyze the factor that is not suitable for the data, KMOmust have a value from 0.5 to 1 to be appropriate Bartlett's test tests the hypothesis

of a correlation between zero observed variables in the population According toHoang Ngoc and Chu Nguyen Mong Ngoc (2008), if this test is performed andresults are statistically significant (sig < 0.05), the observed variables have acorrelation in the overall

Some authors Mayers, LS, Gamst, G and Guarino AJ (2000), stated that themethod of extracting Principal Components Analysis along with Varimax rotation isused a lot in factor analysis, so the team will also use this method We will continue

to eliminate variables with factor loading of less than 0.5 However, we also need toconsider the content value of the variable, if the weight of the variable is not toosmall but its content value is important, it should not be removed (Nguyen DinhTho, 2013) In the case of variables with the difference between the maximumfactor load factor and any factor load factor <0.3, it is also removed To ensurepractical research value, the scale will be accepted when the total variance is > 50%(Nguyen Dinh Tho, 2013)

3.3.4 Analysis of Pearson-r correlation coefficient

A statistical coefficient called Pearson correlation coefficient was used toquantify the degree of rigidity of the linear relationship between the independentand dependent variables A positive correlation coefficient indicates that the twovariables have an absolute positive relationship If there is a strong correlationbetween two independent variables, multi-collinearity must be considered whenregression analysis In Pearson correlation analysis, there is no distinction betweenthe independent and dependent variables, all of which are considered equally